A Review: Intrinsic and Extrinsic Motivation
(Intrinsic and Extrinsic
Motivation Orientation in the Classroom: Age Differences and Academic
Correlates)
Aji Nur Hakim
Every people in the world must have motivation,
whether they are kindergarten children or college students. Motivation itself
divided into two: intrinsic and extrinsic. Some people say that it is better to
have more intrinsic motivation rather than extrinsic motivation. It is the
right opinion? Then, what is the different between intrinsic motivation and
extrinsic motivation?
Lepper, Corpus, and Iyengar, had conduct a research
about intrinsic motivation and extrinsic motivation and the relation to age
different and academic correlated. There are four topics they want to get:
a.
The
relationship between intrinsic and extrinsic motivation
b.
Significant
age differences in intrinsic and extrinsic motivation when these two constructs
are measured independent of one another
c.
Motivational
orientations related to academic outcomes
d.
Significant
differences between European American and Asian American children
In this writing, writer wants to discuss about the
first third of the topic given by the research.
First topic is the relationship between intrinsic and
extrinsic motivation. “...children’s intrinsic and extrinsic motivation in
these classrooms can be viewed as two largely orthogonal constructs rather than
as opposite ends of a single dimension” (Lepper, Corpus & Iyengar, 2005).
What does it mean? According to Harter (in Lepper, Corpus &Iyengar, 2005), there
are three subscale that represent intrinsic motivation versus extrinsic
motivation. The first is two opposite
poles of single dimension that represent desire to challenge the work
increase and desire to do easy work decrease. The second is two potentially orthogonal motivations that represent
motivation based curiosity or interest versus motivation to pleased the teacher
to receive good grade. The last is potentially
orthogonal construct that represent independent versus dependent motivation
in solving a problem. So, the meaning of the result brings by Lepper, Corpus
& Iyenger (2005) is the last type subscale of motivation, which is
representing independent versus dependent motivation.
Independent and dependent motivation can be seen as
how students do their work. For example, the independent motivated students
tend to find the other problem beside the textbook given to challenge their
selves and learn more about the problem. Whether students who have dependent
motivation just depend on teacher and just do the teacher’s instruction and
task without additional challenge.
It reflects how students act in the classroom. Most of
students have dependent motivation. People might say that it is not good for
students and of course it is not. Students who have this motivation will not
successfully accept the challenge beyond their task usually given, because they
are not used to do it. Although sometimes depend on teacher is good, but if
students do not increase their learning by themselves by challenging to do some
problems, it will not bring students to be able to face the problems; not only
in the classroom, but also in their future.
Second topic is age different. The result of the study
shows that intrinsic motivation will decrease along with level of studies. Beside,
extrinsic motivation did not have significant changes during the level of
studies. This fact of course has an opposite view from the researcher idea.
Students, who increase their intrinsic motivation along the level of studies,
may have a good interest in their learning. However, students who increase
extrinsic motivation may have good extrinsic treatment such as reward from
teacher.
In fact, as we see in school, students have different
motivation depend on their interest, mood, and environment. Students come from
different background. They may have problem in home, may stress because of
bunch of homework, or have bad mood. That will cause the intrinsic motivation
to decrease. The other students may look diligent to do homework, because they want
reward from parents. That condition cause extrinsic motivation to increase.
But, does age different make students have better motivation? Intrinsic
motivation and extrinsic motivation needed to support learning. When students
steps on the next level of studies does not mean their intrinsic motivation will
be higher than extrinsic motivation. People may think it should be like that,
because students getting mature year by year. In elementary level, the purpose
of study may to get a good grade by study diligently. Moreover, parents give
present to celebrate that good grade. It is different when high school students
think like elementary students who study to just get the good grade. Good grade
is important, but actually the purpose of study is change. High school students
have to focus to their future, and believe that study makes a better life for
them, not just focusing to grade. Back to fact again, teenager especially have
different mood and interest rather children. They will do what they like and
they will not do what they do not want. This fact may be the reason why result
of study shows the intrinsic motivation decrease along the level of study.
Move to the next topic of relation between motivation
and academic outcomes. The GPA result of study makes positive significant
relation with intrinsic motivation. On the contrary, GPA did not show the
positive relation toward extrinsic motivation especially to math and language
arts. “The correlation between intrinsic motivation and GPA was
positive at
all six grade levels, and the
correlation between extrinsic motivation and GPA was
negative at five of the six grade levels, with third grade being
the exception.” (Lepper, Corpus & Iyenger, 2005).
That situation
can happened when students want to do the work to get the reward. Somehow,
reward being cruel supporter in learning. The end of it, when reward
continuously given to students, extrinsic motivation will always increase but
did not create good grade. It is proven that intrinsic motivation has more
power to make better relation with GPA. Teachers have a hope that students in
the classroom not only come to study and do the homework, but also to take the
lesson from every subject be taught. It does not matter if students do not have
any interest, at least students does not come to school for nothing.
The discussion of motivation in students’ learning
still happening until now, especially when teachers want to investigate what
exactly the reason behind students’ interest toward the lesson, or why students
did not engage in the learning. One of reason to answer those questions is
because they have intrinsic and extrinsic motivation; and it is different one
to another students. The study proves that both intrinsic and extrinsic
motivation has the part of students’ learning. In my opinion, we can not judge that
intrinsic motivation better than extrinsic motivation. Both the motivation is
needed to support out learning, but the portion of intrinsic motivation have to
higher than extrinsic motivation, so that we can start to do something from our
heart and we can do something because we want to do, not because we suppose to
do.
Source:
Lepper, M.R., Corpus, J.H., & Iyengar, S.S.
(2005). Intrinsic and extrinsic motivation orientations in the classroom: Age
differences and academic correlates. Journal
of Educational Psychology. 97, 184-196. doi: 10.1037/0022-0663.97.2.184.
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